Muscular strength and endurance (lower body)
Name: Ms. Danielle Mason
Date: 11-21-12
Age/ grade level: 7th grade
# of students: 4
# Students needing adaptations: Due to working on muscle strength and endurance students may
need to take breaks during the two minutes at each station.
Megan has a knee injury and will need modification.
Objectives:
Psychomotor:
TSWBAT use proper form and technique at each station for enhancing muscular strength and
endurance 80% of the time.
Behavior: TSWBAT use proper form and technique
Condition: for enhancing muscular strength and endurance
Criteria: 80% of the time
Cognitive: TSWBAT explain which muscle is being used at each station to their partner with
90% accuracy.
Behavior: explain which muscle is being used
Condition: to a partner
Criteria: with 90% accuracy
Affective: TSWBAT help there partner maintain the activity for 2 minutes at each station by
using positive feedback.
Behavior: help their partner maintain the activity
Condition: maintain the activity for 2 minutes
1
Criteria: using positive feedback
Teacher’s objectives:
Ms. Mason will make sure all students are participating for the 2 minutes at each station. Keep
students on task and not horse playing. Ms. Mason will be looking for proper form and
technique at each station.
Connections:
Standard 7.5 The student will select and participate in physical activity to produce healthrelated benefits.
a) Select and set goals, and participate at school and outside of school in activities that
help improve flexibility, muscle strength and endurance, cardiovascular endurance, and
body composition.
b) Analyze the relationship between physical activity and stress management, and
investigate ways to use physical activity to lessen the impact of stress.
The student will learn muscular strength skills that can be used to engage in any physical
activity.
NASPE Standards:
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and others in
physical activity settings.
Context:
The students will not need pre- requisite for this lesson. Each station will be broken down in the
lesson for the students. This lesson is designed to work different muscle groups in the lower
body. The overall goal is to improve muscular strength and endurance that is needed for any
physical activity.
References:

NASPE National Standards for Physical Education." American Alliance for Health,
Physical Education, Recreation and Dance - AAHPERD. N.p., n.d. Web. 21 Nov. 2012.
<http://www.aahperd.org/naspe/standards/nationalStandards/PEstandards.cfm>.
2

"PEC: Lesson Plans for Physical Education." The Health and Physical Education Web
site for Teachers/PE Central. N.p., n.d. Web. 21 Nov. 2012.
<http://www.pecentral.com/LessonIdeas/ViewLesson.asp?ID=5002>.
VDOE :: Physical Education Standards of Learning Resources." VDOE :: Virginia
Department of Education Home. N.p., n.d. Web. 21 Nov. 2012.
<http://www.doe.virginia.gov/testing/sol/standards

Equipment:
6 5 lbs dumbbells
4 jump ropes
Poly spots
Whistle
Diagrams
Speed ladder
Safety:
The students will be using weights and jump ropes. Students will need to be sure they are
gripping the weights properly so the weights are not dropped. Students will be jumping rope with
their partner making sure they have enough space so they do not hit one another.
Instructional plan:
Good afternoon!!!! Today we will be working in 5 different stations to improve muscular
strength and endurance for your lower body. Each station is designed to work different muscles
in the lower body. Improving your muscular strength in your legs will help in all kinds of sports.
You may run farther, faster, and for a longer amount of time.
Time Task
Cues
2
min
When
using
weights
Set induction.
Go over the lesson
Challenges
Drills/formations/organizations/transitions
Students will sit on their polly spot to
listen to instructions.
3
and safety procedure
for the day.
make sure
you have a
secure grip
so the
weights do
not slip
from your
hand.
When
jumping
rope keep
enough
space
between
you and
your
partner to
prevent
injury.
5
min
Students will follow
teacher to each
station and go over
diagram.
Each diagram will
have how to perform
the skill and what
muscle group is
being worked.
Follow me.
May I have
a
volunteer?
Blowing
whistle.
Students may
not feel
comfortable
performing
skill in front
of class
As a group the students will follow the
teacher from station to station.
Students will be reminded to read the
diagram sheets.
Make sure there are no questions about
each station.
One student at each
station will be asked
to demonstrate how
to perform the skill.
Students may ask
questions.
Each station will last
two minutes.
4
Teacher will blow
whistle to move to
the next station.
2
min
Station 1
Squats.
Works quadriceps,
glutes, and
hamstrings.
Feet hip
width
apart, sit in
a chair,
butt back,
stand up
Students may
forget to stick
their butts
out.
Starting
position:
Activity- how
low can the
students drop
their back
foot without
touching the
Starting Position:
Stand with your
feet shoulder width
apart. Make loose
fists with both
hands and bend
your elbows.
Students may start at station 1.
Two polly spots will be set up. Each
student will stand at poly spot and
perform the squat movement.
Activity- who
can hold the
squat the
longest.
Action: Move your
body into a
squatting position
while keeping your
back as straight as
possible. Continue
squatting as low as
you can until your
knees are bent at 90
degrees. Do not go
any lower.
Slowly stand back
up into the starting
position
2
min
Lunges
Works: Quadriceps,
glutes, calf’s, and
hamstrings.
Feet
shoulder
width
The students will move to station 2.
Polly spots will be placed on the floor
where the students will stand and perform
the lounges.
5
Beginning
Position:



Feet
shoulder
width apart
with toes
pointing
forward
Upper body
erect, head
facing
forward
with arms
down at the
side
apart, feet
forward,
arms
down.
ground.
Downward
movement:
Step, bend,
hold, and
return
Downward
Movement Phase:



With the
right foot
take a large
step
forward
while
keeping the
left foot in
place
The right
foot should
be placed
far enough
forward that
the knee
does not
pass over
the front of
the foot
during this
exercise
Once the
right foot is
firmly on
6


2
min
the floor
lower the
upper body
by bending
at the right
knee (3-4
count) until
the upper
leg is
parallel to
the floor
While
bending at
the right
knee the left
foot
remains in
place by
shifting
your weight
to the left
toes
The left
knee should
bend
slightly to
assist in
lowering
the body but
should not
touch the
floor
Calf raise’s
The students will
perform 1 minute on
the right leg,
switching to the left
when the teachers
say one minute has
passed.
Whole,
raise, toe,
hold, drop
Students will move to station 3.
Polly spots will be placed on the ground
for students to stand near.
Students will perform skill for one minute
per leg.
How to perform the
7
calf raise.
Standing on the right
or left leg, start with
the whole foot on
the ground. Slowly
lift heel so you are
standing on your toe.
Hold for 3-4 seconds.
Drop heel and stand
on whole foot again.
Time Task
Cues
Challenges
Drills/formations/organizations/transitions
2
min
In,in,out,out
The
student
may get
their feet
stuck in
the
ladder.
Moving to station 4.
Speed ladder.
The speed ladder
works quadriceps,
and calf’s.
The students will
go through the
ladder using in, in,
out, out
Teacher will
demonstrate
whole part, whole.
2
min
Jump rope
Works: quadriceps,
and calf’s.

Hold both
rope
The student will go one at a time through the ladder
with the in,in,out,out technique.
How many
times can
the
student go
through
the
ladder.
Hold,swing,jump Students
may have
never
jumped
rope.
The students will move to station 5.
Poly spots will be on the ground to avoid students
being to close while jumping.
For two minutes the student will jump rope
Modify by
8


2
min
handles in
one hand
and swing
the rope to
develop a
feel for the
rhythm.
Next,
without
using the
rope,
practice
jumping.
Finally, put
the two
together.
You'll
probably
do well to
jump
continuousl
y for one
minute
having
students
just doing
the
motion of
jumping
rope.
Activityhow long
can the
student
continue
jumping.
Closure.
Students will return to original poly spots.
Closure questions:
Can someone tell me the main muscle groups we were using today?
Why should we work on muscular strength and endurance?
9
Student assessment:
Next week the student will be running a timed mile. The timed will had been done several months ago.
Teacher may assess by improved mile times.
10